5252 

ftb 
la 

/ 1 






liversity o! the State o! New York Bulletin 

bed as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under tbe 
act of August 24, 1912. Acceptance for mailing at special rate of postage provided 
for in section i 103, act of October 3, 1917, authorized July 19, 1918 

Published Fortnightly 



No, 756 



ALBANY, N. Y. 



April 15, 1922 : 



The Part-time School for the Working 

Youth 



A FORMULATION OF THE THEORY, 
PRINCIPLES, PROBLEMS AND PRACTICES 
INVOLVED IN THE NEW- YORK STATE 
PROGRAM OP PART-TIME OR CONTIN- 
UATION SCHOOL EDUCATION 



ALBANY 

THE UNIYERSITY OF THE STATE OF NEW YORK 

1922 



T87r-O23-3000 d-aiii) 






•V-^->«<l 



THE UNIVERSITY OF THE STATE OF NEW YORK 

Regents of tho University 

With years when teryis expire 

1926 Pliny T. Sexton LL.B., LL.D., Chancellor Emeritus Palmyra 
1934 Chester S. Lord M.A., LL.D., Chancellor - - Brooldyn 

1924 Adelbert Moot LL.D., Vice Chancellor - - - Buffalo 

1927 Albert Vander Veer M.D.,M.A., Ph.D., LL.D. Albany 

1925 Charles B. Alexander M.A., LL.B., LL.D., 

Litt.D. ------------ Tuxedo 

1928 Walter Guest Kellogg B.A., LL.D. - - - Ogdensburg 

1932 James Byrne B.A., LL.B., LL.D. - - - - - New York 

1929 Herbert L. Bridgman M.A., LL.D. - - - - Brooklyn 

1 93 1 Thomas J. Mangan M.A. - ------ Binghamton 

1933 William J. Wallin M.A,- ------ Yonkers 

1923 William Bondy M.A., LL.B., Ph.D. - - - New York 

1930 William P. Baker B.L., Litt.D.- - - - - Syracuse 

President of the University and Commissioner of Education 

Frank P. Graves Ph.D., Litt.D., L.H.D., LL.D. 

Deputy Commissioner and Counsel 

Frank B. Gilbert B.A., LL.D. 

Assistant Commissioner and Director of Professional Education 

Augustus S. Downing M.A., Pd.D., L.H.D., LL.D. 

Assistant Commissioner for Secondary Education 

Charles F. Wheelock B.S , Pd.D., LL.D. 

. Assistant Commissioner for Elementary Education 

George M. Wiley M.A., Pd.D., LL.D. 

Director of State Library 

James I. Wyer M.L.S., Pd D. 

Director of Science and State Museum 

John M. Clarke D.Sc, LL.D. 

Chiefs and Directors of Divisions 

Administration, 

Archives and History, James Sullivan M.A., Ph.D. 

Attendance, James D. Sullivan 

Examinations and Inspections, Avery W. Skinner B.A. 

Finance, Clark W. Halliday 

Law, Frank B. Gilbert B.A., LL.D., Counsel 

Library Extension, William R. Watson B.S. 

Library School. Edna M. Sanderson B.A., B.L.S. 

Publications, Lloyd L. Cheney B.A. 

School Buildings and Grounds, Frank H. Wood M.A. 

School Libraries, Sherman Williams Pd.D. v 

Visual Instruction, Alfred W. Abrams Ph.B. 

Vocational and Extension Education, Lewis A. Wilson 









i-^n 



Hi 



^5J 



I""- 



FOREWORD 

This bulletin presents a definite formulation of the theory, prin- 
ciples, problems and fundamental practices involved in a state 
program of part-time or continuation school education. It was 
prepared at a conference held in Ithaca, August 2, 3 and 4, 1922, 
by a committee consisting of Charles A. Prosser, director of Dun- 
woody Industrial Institute, Minneapolis, Minn. ; Franklin J. Keller, 
principal of the East Side Continuation School, New York; Robert 
H. Rodgers, specialist in industrial education and teacher training, 
New York State Education Department; and Oakley Furney, 
specialist in part-time schools, New York State Education 
Department. 

L. A. Wilson 
Director of Vocational and Extension Education 



Dniversity ol the State of New York Bulletin 

Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under the 

act of August 24, 1912. Acceptance for mailing at special rate of postage provided 

for in section 1103, act of October 3, 1917, authorized July 19, 1918 

Published Fortnightly 



No. 756 



ALBANY, N. Y. 



April 15, 1922 



THE PART-TIME SCHOOL FOR THE WORKING 

YOUTH 

THE STEP TAKEN 

Within the last 4 years twenty-one states have passed compulsory 
part-time school laws for the furtherance of the interests of working 
youths through continued education adjusted to meet their peculiar 
needs. Two states, Wisconsin and Pennsylvania, have had such 
laws since 191 1 and 191 5 respectively. There are not wanting signs 
to indicate that the time is not far distant when all states in the 
Union will adopt the same sort of legislation. New York is one 
of the tzventy-three states that have already taken this step for the 
benefit of employed minors. The eyes of the country are fastened 

Provisions of part-time compulsory education laws 





MINIMUM 








NUMBER 


AGE OF 


HOURS OF 


LAW IN 


OF MINORS 


REQUIRED 


REQUIRED 


EFFECT 


REQUIRED 


ATTEND- 






TO 


ANCE 






ESTABLISH 




WEEK 




CLASSES 






I9I9 


15 


14-16 


S 


1920 


1X2 


14-18 


4 


I92I 


20 


14-18 


8 


I9I9 


15 


14-16 


8 


1920 


2 200 


14-16 


4 


1920 


SO 


14-18 


8 


I919 


25 


14-16 


4 


I919 


IS 


14-18 


4 


I919 


IS 


14-16 


8 


I919 


IS 


■:4-i8 


4 


1920 


20 


14-16 


6 


I919 


IS 


14-16 


5 


1920 


3 20 


14-18 


4-8 


I919 


20 


16-18 




I919 


«I5 


14-18 


S 


I9I5 


30 


14-16 


8 


I919 


IS 


14-18 


4 


1920 


5iS 


14-18 


4 


I9II 


(') 


14-18 


C) 


I92I 


15 


12-16 


4 


I92I 


^IS 


14-16 




I92I 


(') 


16-18 


4 


I92I 


50 


14-16 


4-8 



LENGTH OF SCHOOL YEAR 



Arizona 

California 

Illinois 

Iowa 

Massachusetts 

Michigan 

Missouri 

Montana 

Nebraska 

Nevada 

New Jersey . . . 
New Mexico . . 
New York . . . . 
Oklahoma . . . . 

Oregon 

Pennsylvania . 

Utah 

Washington . . . 
Wisconsin . . . . 

Delaware 

Florida 

Ohio 

West Virginia . 



ISO hours 

Same as public schools 



144 hours 

Same as public schools 

36 weeks 

150 hours 

Same as public schools 

144 hours 

Same as public schools 

144 hours 

Same as public schools 

8 months 

36 weeks 

144 hours a year 

144 hours 



1 High school districts having 50 or more pupils must establish part-time classes. 

- Referendum law adopted by all towns affected except one. 

3 Establishment required only in cities of over 5000 population. 

* Attendance upon evening school may be substituted. 

5 Districts may organize schools upon written request of 23 students. 

^ Permissive, mandatorv. 

'14 and IS year old children half-time; 16 and 17 year old children 8 hours a .vsek. 



[5] 



b THE UNIVERSITY OF THE STATE OF NEW YORK 

on the Empire State because she contains the greatest number of 
wage-earning boys and girls under i8 years of age who need this 
help, and because the problem must be worked out here under the 
widest variety of conditions. There is scarcely a condition to be 
found in any other state not duplicated, not presented by the com- 
munities and industries of New York, and many are found here 
not encountered elsewhere. 

After 2 years of experience in the administering of the part-time 
law under such varied conditions ■ there begin to emerge definite 
principles together with the resultant standards of practice required 
by the New York conditions and problems. In the belief that 
knowledge of these will be of value to those striving to carry out 
successful part-time programs, an attempt is made to state them 
in this document. 

Briefly, the New York State compulsory part-time school law 
requires that all minors between the ages of 14 and 18, not high 
school graduates and not in attendance upon the regular full-time 
schools, if resident or employed in cities or districts having a popu-- 
lation of 5000 or more inhabitants, shall attend day part-time or 
continuation schools for not less than 4 hours each week during 
the regular school year, except that such minors without regular 
employment shall attend for 20 hours each week. 

This legislation supported by many social agencies and interests 
was passed by the Legislature of New York for the same under- 
lying reasons that brought its hearty adoption in the other states. 
What are these reasons? 

The safety and progress of the democratic state requires an 
intelligent and efficient citizenship to meet the rising demands of 
opportunity for all. The wage-earning youth, leaving full-time 
school to go to work prematurely, is deprived of this opportunity. 
It therefore becomes the duty of the State to follow him, so that he 
may have a chance to learn as well as earn. This is only simple 
justice. 

At large expense to the State the full-time school gave the wage- 
earning youth, before he took up wage-earning, certain social values. 
The only sure way to fix these so thev will become permanent is to 
maintain contact with him through his adolescent years as a wage- 
worker. 



PART-TIME SCHOOL FOR THE WORKING YOUTH 



Many of the youths of New York State leave full-time school to 
go to work prematurely. 




18 yaar 



A diagram showing the per cent of i6, 17 and 18 year old boys in and out of 
full-time school in New York State. Taken from Our Boys, the report of the 
State Military Training Commission. 



THE UNIVERSITY OF THE STATE OF NEW YORK 



■..■■■■.JM m 



llllll nil llllll ■■■■ 



I 



t^ 


M 


2 


C 








> 




01 


f« 


OJ 






!:° 


to 




at K ^ n Pi 
O O ti o o 

•rl -r^ rH U rH 



0) a) <D o 
xi <n x: a 



U -ri -ri -rl r-( 

a t> o > cu 



S £ g 



a » 



«> 


o 


5 


a> 


<)> 




0) 


e 


« 


<D 


® 


•o 


■cf 


-o 


•d 


•d 




■d 


-d 


•d 


•d 


•d 


l-t 


>-4 


fH 


rH 


.-1 


4> 


i-i 


rH 


•-H 


<-H 


i-H 


o 


O 


o 


o 


o 




o 


o 


O 


O 


O 


"g 


•2 


■l-> 


A 

+> 


4J 


■a t 


A 


5 


A 


c\J 


to 


•* 


Ui 


<o 


o 


CM 


« 


5 


lO 


<o 



PART-TIME SCHOOL FOR THE WORKING YOUTH Q 

A PROBLEM IN COORDINATION 

Under the broad aims defined in the law for the New York State 
part-time schools it is clear that the Legislature intended that such 
schools should minister to the individual economic and social needs 
of the wage-working youth of the State. These needs vary as 
widely as the conditions and characteristics of the youths them- 
selves. Part-time education consequently becomes the social treat- 
ment of the individual youth, each according to his circumstances, 
needs and possibilities. In effect therefore, the New York State 
compulsory part-time law places upon those in charge of part-time 
schools the responsibility for coordinating the efforts of the school 
with the employer and all legal agencies charged in any way with 
responsibility for minors ; and with all voluntary social agencies that 
have anything to contribute to the welfare of youth under i8 years 
of age. 

This calls for leadership on the part of the part-time authorities 
in the social treatment of the wage-earning youth of the community, 
a leadership that will coordinate all the agencies of the community 
so that all available facilities established or that can be established, 
can be used better to prepare them to meet the social demands of 
life. Certain it is that the task will never be discharged by group 
treatment, by uniform courses of study, by formalized instruction 
or without the active aid and cooperation of the employer, asso- 
ciations of workers, and other social agencies of the community. 

HOW IS THIS SOCIAL RESPONSIBILITY TO BE 
DISCHARGED? 

The first task before the part-time school is to set up a standard, 
or a minimum of things which a youth ought to have to become a 
desirable citizen, what status he should reach in physical condition, 
what command he should have of the fundamental arts of reading, 
writing and arithmetic, what racial facts he should have mastered 
which are essential, leaving free play for anything above this which 
may be attained by all through various agencies. What interests 
and appreciations should he acquire? How can he be helped to 
more successful wage-earning and to more successful selection and 
pursuit of an occupation ? How shall he be taught to think straight 
in regard to the various situations, economic, social and political 
which he must face? What knowledge of social procedure should 
he have? What social habits should be inculcated? What social 
ideals should he gain? How shall he be helped to develop social 
initiative ? 

What are the experiences, training and education, organized and 
unorganized, which the youth needs to get, if he is under i8 years 
of age, in order to meet these social demands, these minimum 
requirements for citizenship? These social demands need to be 
analyzed completely and the desirable treatment and training for 
the youth worked out by the part-time school even if it is not to 
give all the treatment and training to meet them. The part-time 



lO THE UNIVERSITY OF THE STATE OF NEW YORK 

school will never be in a position to deal as a clinic with the social 
deficiencies of youth until it has set up minimums all along the line 
to measure his deficiencies and thus to determine his vital needs. 
Nor will it serve its mission until it forgets the mass and begins to 
deal with each youth as a social unit with special need, requiring 
special treatment. 

SOCIAL RESPONSIBILITY OF ALL SCHOOLS 

The school, whether full-time or part-time, is after all only a 
special agency set up by society for the social treatment and the 
social preparation of young people better to meet the requirements 
of desirable citizenship. It gives them organized social experience 
which they need for proper social adjustment. This responsibility 
of the school for the youth of the Nation has been phrased in such 
ways as these : " To help young people to live." " To aid them to 
realize themselves personally." " To set their feet on the road to 
somewhere." " To prepare them for desirable citizenship." " To 
help them to play their part right in the world." In short, to bring 
about a better conservation of that most priceless of human resources, 
the children of this generation. 

SOCIAL RESPONSIBILITY OF THE PART-TIME SCHOOL 

The social responsibility of the part-time school is exactly the same 
as that set forth for all schools above. The only difiference is that 
the part-time school deals with a special group, those that have gone 
to work, and it can have only a short portion of their time. Life 
makes many demands of these children as they enter upon a strange 
career. They are not prepared to meet these demands when they 
leave the regular schools. 

The time is short which the part-time school has at its command 
to help them. The question is how can the part-time school make the 
best use of its time to help them get what they need and want. 
Furthermore, it must be remembered that all the conditions under 
which the part-time school must work are different from those of 
the full-time school and therefore require a different organization, 
different teachers, different facilities, different methods and dif- 
ferent policies. 

This wide difference between the problem of the training of youth 
as it presents itself to the part-time school and that before the full- 
time school can be well described by stating the task before the 
part-time school as follows: given a wage-earning youth under i8 
years of age with all his conditions; given 144 hours scattered 
through the year for his social treatment; how shall the part-time 
school, through its own work and with the cooperation of other 
agencies, use this time so as to meet the greatest needs of this youth? 

HOW IS THIS RESPONSIBILITY TO BE MET? 

Clinic the pupil. Having determined what are the minimum 
social demands that society makes upon an individual, the first step 




Personal Hygiene Work in Buffalo, N. Y., Part-time School 

The physical condition of the wage-earning youth and the necessary treatment 
to improve it should receive first attention in the part-time school 




A Part-time Class in Electrical Work, Niagara Falls, N. Y. 

The part-time school should set the feet of these young people on the roa4 

to somewhere 



PART-TIME SCHOOL FOR THE WORKING YOUTH II 

is to learn what each part-time student as a social unit possesses, 
and what he lacks, as social needs to be met in some way by society. 
In a sense he is socially ill because of certain deficiencies and a 
clinic must be established to determine what social treatment he 
requires. 

Prescribe the social treatment. Having found the social needs 
of the youth it becomes necessary for the part-time school as the 
main agent to prescribe for the case. It may be treatment for the 
improvement of physical shortcomings, it may be additional edu- 
cation in the three R's, or for intelligent or successful wage-earning, 
thrift, savings, removal of objectionable social habits or for a number 
of these things. The two steps of clinic and prescription involve 
a charting of his needs and a determining of the remedies therefor. 

Enlisting of the social agencies. In the 144 hours at its com- 
mand the part-time school can do very little directly or indirectly 
of the many things to be done. Many communities have other 
social agencies that can or should perform social service. They 
need to be listed, investigated and coordinated into a comprehensive 
scheme for a social assistance service. Under the leadership of the 
part-time school they become a device for use in the individual treat- 
ment of those needing their respective services. It goes without 
saying that such a program as is contemplated involves in many 
cases the enlargement and improvement of many agencies to assist 
the part-time school in the discharge of its duties. 

Selection of service to be rendered or to be emphasized in 
treatment. The social needs of American working youth are many ; 
obviously they can not all be taken care of at once, or given adequate 
attention. It becomes necessary therefore for the part-time school 
to determine the deficiencies upon which it will lay its emphasis in 
its treatment. 

As the physical machine, the health and strength of the wage- 
earning youth, are the most vital of all assets to him, it is believed 
that his physical condition and the necessary treatment to improve 
it should receive first attention. As the part-time school is seldom 
equipped to provide the adequate medical or physical work required, 
the place of the part-time school would seem to be that of holding 
a vestibule, securing an examination, determining physical short- 
comings, and getting expert recommendation as to what should be 
done. As the leader of social agencies for the youth the next step 
would be to secure from other agencies, from home and dispensary, 
adequate facilities to meet the needs of the individual. It is con- 
ceivable that the part-time school might secure this examination 
through other agencies. In any case its large province is to provide 
through supervision the following steps : examination, definition of 
deficiencies, prescription of remedies, assignment of treatment, 
follow-up and the checking to learn results. 

Economic efficiency. The next most important thing in the life 
of the wage-earning boy or girl is the ability to become economically 
independent. Here the part-time school should lay considerable 



12 THE UNIVERSITY OF THE STATE OF NEW YORK 

emphasis in its organized courses of instruction. Engaged for the 
most part in juvenile or temporary employment the youth needs 
to find himself, as the basis for the intelligent selection of more 
permanent employment to follow, either in the line in which he is 
engaged or through shifting to another line. This involves all such 
things as prevocational experiences in the part-time school to uncover 
interests and capacities, advisement and placement in positions, 
friendly counsel by the part-time teacher, big brother or big sister 
help in straightening out difficulties encountered in employment, 
assistance in getting the right kind of a job, thrift and economy in 
the use of the pay envelop, the habit of systematic saving, the safe 
and intelligent investment of savings, and insurance protection 
against the risks of life. Here again the part-time school needs the 
cooperating help of other agencies, including employers and employ- 
ment managers, banks and savings associations, but it must lead, 
and for the most part organize and give these experiences and this 
knowledge. 

The fundamental arts of reading, writing, ciphering and oral 
speech come next in importance as social needs ; in fact the first three 
here given, physical condition, economic success, and the three R's 
constitute the minimum of things with which in any event the part- 
time school must deal. These fundamental arts are the means of 
communication between people and a minimum degree of ability to 
write, to get the thought from the printed page, to handle figures, 
and to speak distinctly in words which carry the meaning, are 
undoubtedly absolutely necessary to any proper performance of the 
social job called life. 

As the range of possibilities in the higher flights or levels of 
penmanship, literature, abstract mathematics and oratory have no 
limit, the question before the part-time school is that of setting up 
niinimums of what is to be required of the pupil in penmanship, in 
ability to read, in the use of numbers and in oral speech. These 
minimums should be very reasonable; in penmanship, for example, 
there should be no more than the ability to write legibly, that is, so 
that it can be read. In reading, the requirements should be no 
more than the ability to understand the word on the printed page 
about things that lie within the experience and grasp of the pupil 
at his then stage of knowledge and intelligence. In arithmetic, the 
requirements should go no further than the ability to add, subtract, 
multiply and divide, the use of very simple numbers, a very elemen- 
tary knowledge of fractions, the use of the four processes in simple 
decimal numbers, and a knowledge of the more commonly used 
tables of denominate numbers. If he does not meet these standards 
the emphasis needs to be laid upon his deficiencies. Every pupil who 
does meet them should be passed on general education and not be 
required to take the general or fundamental subjects. His advance- 
ment in the general subjects from this point comes indirectly through 
his necessary use of writing, reading, arithmetic and oral speech 
in the special work of the part-time school. 



PART-TIME SCHOOL FOR THE WORKING YOUTH I3 

OTHER SOCIAL SERVICES TO BE DEALT WITH 
INCIDENTALLY 

Beyond these three services to physical well-being, literacy and 
economic independence, lie a number of very distinct social demands 
or calls upon the desirable citizen. The youth needs to know a 
certain minimum body of racial facts to meet intelligently life 
situations, such as religious, economic, historic and scientific, includ- 
ing the simple biology of inherited traits and the simple teachings 
of social hygiene. He needs to have the mental appreciations that 
will give him interest and enthusiasm for nature, work, great 
achievements, great character, great inventions, the scientific wonders 
of the world, and an interest in an avocation or a hobby. He needs 
to be trained to think accurately with regard to the social and civic 
situations and problems of life. He needs a knowledsre of standard- 
ized social procedure most of which he gets and always will get, 
from the unorganized and chance experiences of life. He needs 
correct social habits and right social ideals. He needs to develop 
social initiative so that he may make a contribution to social well- 
being in the after years. 

All these things are vital, some of them are matters of slow growth, 
some of them can be acquired by mere information alone. Some 
are little affected by preachment. For all of them as a social agency 
the part-time school is in a way responsible. What is it going to 
do about it? 

ESSENTIALS OF PART-TIME SCHOOL ORGANIZATION 

As has been definitely indicated above, these boys and girls of 
part-time school age can not be dealt with in the mass; they differ 
as to age, previous condition, economic condition, previous educa- 
tion, ability, interest and ambition. This makes necessary certainly 
two things in planning the organization of a school. First, a group- 
ing of boys and girls on some basis for instruction. It would seem 
that a departmental system of instruction should be more effective 
than any other one. Second, there should be a definite plan for 
the giving of a great deal of individual instruction. What the basis 
of groupings shall be will vary greatly according to the size of the 
community, the number to be instructed and the facilities available. 
It is also implied that there will be the necessary cooperation of 
every available social agency. From a pedagogical standpoint it 
should be realized that a great deal of background for teaching is 
furnished by the work in which these children are or may be engaged. 
This means that one basis and undoubtedly the best one, for the 
classification of these children is by occupation. Certainly the 
experiences and incidents of employment should be used in teaching 
them. Where grouping according to occupation does not seem to 
be desirable the basis of division may be that of age, grade and 
ability, or of interest, and the last should always be employed when 
feasible. Considering the kind of facts which the part-time school 



14 THE UNIVERSITY OF THE STATE OF NEW YORK 

has to teach there is no reason why individuals of less ability from 
the standpoint of power to master the abstract, should not be 
grouped with those of more ability. The essential things to be con- 
sidered in grouping are sex and need. 

What standard of qualifications should be set up for part-time 
school teachers? It is of major importance tliat the part-time school 
have teachers who are interested in and who have the power of 
interesting boys and girls. Such teachers have poise, personality, 
character and other qualities which will enable them to gam a leader- 
ship over boys and girls. All this means that they must have 
humanness. It is obvious that the part-time teacher must have 
had real experience in life, living and wage-earning. The cloister- 
bred and trained can not hope to cope with situations that demand 
experience as a key to the solution. 

Some provision must be made in the school for placement work 
and employment service. Since so many of these children working 
under 18 are engaged in temporary employments from which they 
will shift as maturity advances into other lines of work, the part- 
time school must lay emphasis upon the help it can give these 
young people in respect to the selection of jobs, the getting of jobs, 
the learning of jobs, the becoming of competent workers, the study- 
ing of employment, the following up of difficulties, the adjusting of 
difficulties, the helping of these children to get experiences necessary 
to wise changing of employment — all of which will serve to set 
their feet on the road to somewhere. 

Differing situations in different communities imply different 
problems in the organization of the part-time school. In the large 
places the school will have a large number of groupings, and a large 
number of boys and girls. In the small places there will be only a 
small number of groups and few boys and girls. The large place 
has advantages and disadvantages. It can get a homogeneous group 
for instruction. It can have more facilities for differentiation. It 
has more social agencies which may be used. At the same time it 
has the disadvantage of having a large problem in coordinating 
social agencies. Its departmental scheme tends toward less of the 
personal touch, thus reauiriuis: the building up of responsible special 
agents of representation of the big brother and big sister type. 

The part-time school in the small place has many advantages. 
The responsibilitv is centered in one or two teachers. This makes 
possible the having- of a personal touch with every pupil. The 
problems of correlation are fewer and the problem of cooperating 
with social agencies simpler. The disadvantages in the small place 
are to be found in the difficulty in getting homogeneous groups for 
instruction, the greater variations in the eroup. the meagerness of 
facilities, and in the fewer number of available social ap'encies. 

The part-time teacher should serve not only as instructor and 
confidant but -as vocational adviser and trouble adjuster. He is the 
loo'ical follow-up ap"ent and the first oerson to know the troubles of 
wage-earning youth. Absent treatment bv a separate department 
of vocational jjuidance and advisement will not meet the situation. 




HOMEMAKING WORK IN THE BaTAVIA, N. Y., ParT-TIME ScHOOL 

The essential things to be considered in grouping part-time children for 
instruction are sex and need 




A Class in Elementary Vocational Business Practice, Mount Vernon, 
N. Y., Part-time School 

The part-time school should assist the wage-earning boy or girl to become 
economically independent 



PART-TIME SCHOOL FOR THE WORKING YOUTH 1 5 

Each part-time department should operate its own system of advise- 
ment and follow-up through the teacher as the agent on the firing 
line or possibly by cooperation with a separate department of advise- 
ment and placement. The part-time authorities should call on such 
a separate department only when help is needed in special cases or 
after the part-time teachers have exhausted their efforts. The 
immediate touch with the pupil about everything should be through 
the teacher primarily responsible for him. These teachers should 
be expected to rise to the full in their responsibility for the wards 
committed to their care. 

The enforcement of the compulsory attendance provisions of the 
part-time school law requires a definite and carefully organized 
procedure. Certain it is that not until the teacher through follow-up 
visiting has exhausted the possibility of securing the regular and 
satisfactory attendance of a given pupil should the case be given over 
to a special attendance officer. Threat of revokement of work per- 
mit, or loss of employment, or court action, should never be resorted 
to except in cases of the most flagrant violation of the law and 
continued disregard of the constituted authorities. The teacher in 
the vast maiority of cases should be able to effect the desirable 
adjustment through follow-up work. 

The proper planning and organization of instructional material 
calls for a definite plan of preparation. This plan will include the 
well-recognized steps of job or occupational analysis, selection of 
significant units to accomplish the required objectives, preparation of 
unit instruction sheets, and proper lesson planning. Each unit 
lesson, which is in reality only a social treatment prescription, should 
be organized around the social demands for (i) physical well-being. 
(2) economic independence, and ( ^) knowledge of the fundamental 
arts of reading, writing and arithmetic. The whole lesson should 
be filled with situations or topics which will make possible the teach- 
ing of racial facts, mental appreciations, standardized social pro- 
cedure, correct social habits and right social ideals. The school 
must have a suitable organization for the control of classroom 
instruction. 



